<![CDATA[English proficiency has become an essential competency for optometry students, particularly for understanding scientific literature, communicating with international patients, and enhancing professional readiness in the global era. However, English learning in the optometry field still encounters challenges, such as limited student engagement and the lack of contextual learning resources. This study aims to describe the implementation of project-based learning modules combined with active learning strategies in the English for Optometry course at ARO Gapopin. A descriptive qualitative approach was employed, with data collected through observation, interviews, and documentation. The results indicate that the use of project-based modules encouraged students to engage more actively in the learning process through practical assignments, including optometry case presentations, clinical service simulations, and the creation of academic products in English. The integration of active learning strategies was found to enhance students’ motivation, collaboration, and reflective learning skills. It is concluded that project-based modules combined with active learning effectively improved English for Optometry instruction, particularly in mastering professional terminology and applying it in real-life contexts. Future research is recommended to employ a quantitative or mixed methods approach to measure the effectiveness of this model more comprehensively, as well as to explore its impact on students’ professional communication skills in the long term.]]>
Copyrights © 2026
